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Routine and Non-Routine Problem

Routine problems involve direct application of basic arithmetic operations and algorithms to practical problems with clear procedures for solving. Non-routine problems do not have standard procedures and require creating a procedure, gathering information, identifying a strategy, and applying it in a non-algorithmic way. While routine problems focus on useful daily math, non-routine problems aim to develop mathematical reasoning and show that math is a creative endeavor with multiple solutions. It is important that students are exposed to different problem-solving strategies and not forced to use just one approach.

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75 views2 pages

Routine and Non-Routine Problem

Routine problems involve direct application of basic arithmetic operations and algorithms to practical problems with clear procedures for solving. Non-routine problems do not have standard procedures and require creating a procedure, gathering information, identifying a strategy, and applying it in a non-algorithmic way. While routine problems focus on useful daily math, non-routine problems aim to develop mathematical reasoning and show that math is a creative endeavor with multiple solutions. It is important that students are exposed to different problem-solving strategies and not forced to use just one approach.

Uploaded by

terriyaki
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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5

Routine and Non-Routine Problem

Routine and non-routine are one type of problems that we learn in this semester in Basic Mathematics.

As we all know, a problem is a task for which the person confronting it want or need to find a solution and must

make an attempt to find a solution.

From our discussion and previous lesson that we already learn in classroom, we conclude that routine

problem problems are those that merely involved an arithmetic operation with the characteristics can be solved by

direct application of previously learned algorithms and the basic task is to identify the operation appropriate for

solving problem, gives the facts or numbers to use and presents a question to be answered.

In other word, routine problem solving involves using at least one of four arithmetic operations or ratio

to solve problems that are practical in nature. Routine problem solving concerns to a large degree the kind of

problem solving that serves a socially useful function that has immediate and future payoff. The critical matter

knows what arithmetic to do in the first place. Actually doing the arithmetic is secondary to the matter.

For non-routine problem, it occurs when an individual is confronted with an unusual problem situation,

and is not aware of a standard procedure for solving it. The individual has to create a procedure. To do so, we must

become familiar with the problem situation, collect appropriate information, identify an efficient strategy, and use

the strategy to solve the problem.

Non-routine problem are also those that call for th e use of processes far more than those of routine

problems with the characteristics use of strategies involving some non-algorithmic approaches and can be solved in

many distinct in many ways requiring different thinking process.

This problem solving also serves a different purpose than routine problem solving. While routine

problem solving concerns solving problems that are useful for daily living (in the present or in the future), non

-routine problem solving concerns that only indirectly. Non-routine problem solving is mostly concerned with

developing students¶ mathematical reasoning power and fostering the understanding that mathematics is a

creative Endeavour. From the point of view of students, non -routine problem solving can be challenging and

intere sting.
It is important that we share how to solve problems so that our friends are exposed to a variety of

strategies as well as the idea that there may be more than one way to reach a solution. It is unwise to force other

people to use one particular strategy for two important reasons. First, often more than one strategy can be

applied to solving a problem. Second, the goal is for students to search for and apply useful strategies, not to

train students to make use of a particular strategy.

Finally, non-routine problem solving should not be reserved for special students such as those who

finish the regular work early. All of us should participate in and be encouraged to succeed at non-routine

problem solving. All students can benefit from the kinds of thi nking that is involved in non -routine problem

solving.

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